Learning

What are we doing in class?

NOTE: All the assignments along with the due dates are organized in our Google Classroom. Please ask your student to give you the tour of their Google Classroom

This trimester we will focus on the human water cycle: The way people use, transport, and dispose water that powers our homes, hydrates our bodies, irrigates our crops and gardens, and processes our waste.

While learning about the cycle, and how we can help with the quality of water, students will be using math, literacy, social studies, and science skills all along!

We will also try to see the big picture and learn how by helping our local environment we are improving the quality of water on our planet. We will tie it to the Sustainable Development Goals such as Clean Water and Sanitation, and Good Health and Well Being.

gour smiling students two boys and one girl observing a petri dish with the magnifying glasses in their hands

Science Class: Amar, Sammy, Ana, and Quentin are analyzing water sample from our creek.

Carrie, a girl in our class is lying on a carpet with open books, construction paper, and markers sketchnoting the water cycle in the city.

Carrie is researching and sketchnoting the water cycle in the city.

Lucy researched information about the roots. She wrote a script and practiced the delivery. She collaborated with Trinitee, who recorded the video and provided this information :

"Prairie roots planted along the farm streams are super cool, all natural filters! They are like a net, so the chemical water comes through, and bam! clean water goes and chemicals stay behind! Cool, right?"

Upon the completion of this trimester your students should be able to say:

I CAN draw the diagram of a human water cycle
I CAN list at least three pollutants of a water
I CAN explain at least two human impacts on the global water cycle
I CAN explain what I can do to help with the quality of water
I CAN use multiplication to calculate the water consumption in my class
I CAN list two arguments for a water preservation
I CAN use a persuasive writing to advocate for a water preservation

Standards
ESS3.C: Human activities affect Earth’s resources and environments.

5-ESS3-1: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

W.5.1.a–d: Introduce a topic, state an opinion, provide reasons supported by facts, use linking words, and provide a conclusion.

5.MD.1: Convert among different-sized standard measurement units within a given measurement system

5.MD.C.3: Recognize volume as an attribute of solid figures and understand concepts of volume measurement

5.NBT.5: Fluently multiply multi-digit whole numbers using the standard algorithm.

Students can borrow the "Reading Challenge" books from our classroom library. Parents, ask your students what they are currently reading:

Classroom library

Student in a blue tshirt and glasses sitting in a dirt and planting praire plants in a soil

Emanuel is planting Iowa native prairie plants in our school garden. Students will be bringing home the plants as well. Praire roots are good for filtrating the pollutions from agricultural runoff.

Time widget: https://24timezones.com/clock-widget image sources:

Little Girl iClipart for schools. #247171;
Students in science class. Encyclopædia Britannica ImageQuest. https://quest.eb.com/search/139_1930221/1/139_1930221/cite
video used with parental permission,
Image of a Boy planting roots retrieved via Sites built-in Google Images Search

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